Management of curriculum and instruction without vids

21st Century Curriculum and Instruction

Management of Instruction and Curriculum Summit

OBJECTIVES

• Discuss methodologies that respond to research proven teaching

• Provide examples of real world resources in teaching and learning

• List down modern learning technologies used in current classroom management

• Appreciate the practices of the Department of Education and Commission on Higher Education on these areas.

Topic Outline

Part 1 Department of Education Perspective

• Research Proven Teaching Strategies

• Real World Resources

• Modern Learning Technologies

Part 2 Commission on Higher Education Perspective

• Research Proven Teaching Strategies

• Real World Resources

• Modern Learning Technologies

Research Proven Teaching Strategies:

Problem Based LearningCooperative Learning

21st Century Curriculum and Instruction

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Problem-Based Learning (PBL)

• Problem-based learning (PBL) is a total approach to education began at McMaster University Medical School over 25 years ago.

• Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine have defined PBL as:

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Characteristics of a good PBL student

Prompt and present for all sessions

A knowledge of the process of PBL

Commitment to self/student-directed learning

Active participation in discussion and critical thinking while contributing to a friendly, non-intimidating environment

Willingness to make constructive evaluation of self, group and tutor

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The Advantages of PBL

• Emphasis on Meaning, Not Facts

• Increased Self Direction

• Higher Comprehension and Better Skill Development

• Interpersonal Skills and Teamwork

• Self-Motivated Attitude

• Facilitator-Student Relationship

• Level of Learning

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Problems with PBL in hybrid curricula Finding enough tutors - 1 for each 6

students

Faculty busy with “traditional” curriculum

The range of topics which can be discussed is a limiting factor - quality control is difficult

Heavy on library, computer resources, support

Objective evaluation of PBL is difficult

Inherent conflict with lectures - waste of time

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Role Changes

• The faculty in turn become resources, tutors, and evaluators

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Problem-solving v.s. PBL

Problem-based learning - the process of acquiring new knowledge based on recognition of a need to learn.

Problem-solving - arriving at decisions based on prior knowledge and reasoning

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Principles Behind PBL

• Understanding is built through what we experience

• Meaning is created from efforts to answer our own questions and solve our own problems

• We should appeal to students’ natural instincts to investigate and create

• Student-centered strategies build critical thinking and reasoning skills and further their creativity and independence

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Characteristics of PBL 

• Learning is student centered.

• Learning occurs in small student groups.

• Teachers are facilitators or guides.

• Problems form the organizing focus and stimulus for learning.

• Problems are a vehicle for the development of clinical problem-solving skills.

• New information is acquired through self-directed learning.

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Characteristics of PBL

• Shifts away from short, isolated teacher centered lessons

• Creates long term, interdisciplinary student centered Lessons

• Integrates real world issues and practices

• Teaches students to apply what they have learned in university to life-long endeavors

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Objectives of the PBL process

Knowledge - basic and clinical content in context

Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning

Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues

To develop:

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Process of PBL 

• Students confront a problem.

• In groups, students organize prior knowledge and attempt to identify the nature of the problem.

• Students pose questions about what they do not understand.

• Students design a plan to solve the problem and identify the resources they need.

• Students begin to gather information as they work to solve the problem.

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Characteristics of the PBL process

Usually based on clinical cases, relevant

Cases are characterized by “progressive disclosure”

Students come in “cold” to the first tutorial

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Characteristics of the PBL process

Students determine the learning issues

Sessions are open-ended to allow learning in the interval

The tutor is a facilitator and not necessarily an “expert”, except in the process

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Traditional Tutorial

“Tutor ”

“Students”

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PBL Tutorial

“Tutor ”

“Students”

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“A Typical Case”

Mrs. Paula Embledon is a 78 year old woman who has come to the emergency room complaining of shortness of breath and pain in her chest. She had been in relatively good health until three weeks previously, when she sprained.....

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“A Typical Case” Opening Scenario

History of present illness

Past history, family history, social context

Physical examination

Investigations

Management

Sequel

Each step may lead back to a previous step, as well as leading to the next step

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Characteristics of PBL Cases

1. Relevant, realistic, logical

2. Not too complex

3. Cases are characterized by “progressive disclosure”

4. Story unfolds, step-by-step

5. Narrative provokes discussion leading to next step

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Characteristics of PBL Cases

1. Enough issues for in-depth study between sessions

2. Not too many distractors or red herrings

3. Avoid overlap with other sessions

4. Try to introduce unanticipated issues in second session

5. Confine third session to discussion and wrap-up - no new issues

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“Progressive Disclosure”

To allow discussion before leading into the next paragraph, page or session

Assumes students have knowledge to proceed – if not, make it a learning issue

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PBL cases are open-ended and the process is iterative

2-3

Hr.

Case 1 Case 2

Case 1

Case 1

Case 1 Case 2

Case 2

Case 2

Wk1 Wk2 Wk3 Wk4 Wk5

Most programs schedule 1 case over 3 sessions, one or two sessions a weekSome do 2-3 sessions a week - “Case of the Week”

Case 3

Intro, Review Process

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Tutorial 1-1 Introduction to the group and to PBL

What is your background?

What is your understanding

of the PBL process?

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Tutorial 1-2 Starting the problem What do

we know

What do we need to know

Discuss & list learning

issues

Organize who does

what

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An important part of PBL is the learning between sessions

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Student PBL Workshop Task (normally 45 minutes)Read the case

What do you know about this scenario?

What do you need to know?

Discuss & list learning issues

Discuss & list potential sources of information

Organize who (theoretically) will do what

Evaluate how you performed as a group

PBL Process

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Evaluation

Of the group

Of the student

Of the tutor

Of the Content

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Characteristics of a good PBL tutor

A knowledge of the process of PBL

Commitment to student-directed learning

Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking

Willingness to make constructive evaluation of student and group performance

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Factors In Choosing a Model

• Class size

• Intellectual maturity of students

• Student motivation

• Course learning objectives

• Instructor’s preferences

• Availability of peer tutors

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Medical School Model

• Dedicated faculty tutor

• Groups of 8-10

• Very student-centered

• Group discussion is primary class activity

A Good Choice for

• Highly motivated, experienced learners

• Small, upper-level seminar classes

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Floating Facilitator Model

• Instructor moves from group to group: asks questions directs discussions checks understanding

• Group size: 4

• More structured format: instructor input into learning issues and resources

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Floating Facilitator Model

• Class activities besides group discussions: groups report out whole class discussions mini-lectures

A Good Choice for

• Less experienced learners

• Small to medium-sized classes

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Peer Tutor Model

• Advanced undergraduates serve as tutors help monitor group progress and dynamics serve as role models for novice learners capstone experience for tutor

• Group size: 6-8 (dedicated peer tutor)

4 ( if tutor rotates among 2-3 groups)

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Peer Tutor Model

• Tutor training important Development of questioning skills Group dynamics Resource guide

A Good Choice for

• Classes of all sizes

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Large Classes

• Floating facilitator or peer tutor models are the most appropriate

• Requires a more teacher-centered, structured format: instructor directs group activities

• Group size: 4

• Numbers advantage in dealing with group vs. individual papers, projects

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6 Basic Steps to Planning and Implementing PBL• Decide on the project/problem

content, scope, major goals of project, TEKS or TAAS objectives

• Draft time frame Length, due dates, check points, (allow room

for growth and changes in project)

• Plan for activities Tie these in with the time frame

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• Plan for Assessment Rubrics, checklist, etc.

• Begin project with student discussion, show possible samples

• Finish project and reflect highlights, improvements, personal reflection

and things to remember next time

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Maastricht "seven jump" sequence for PBL 1. Clarify and agree working definitions and

unclear terms and concepts

2. Define the problems; agree which phenomena need explanation

3. Analyze the problem (brainstorm)

4. Arrange possible explanations and working hypotheses

5. Generate and prioritize learning objectives

6. Research the learning objectives

7. Report back, synthesize explanations, and apply newly acquired information to the problem

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Words of Wisdom

• Integration is very involved

• Plan well

• Go slow, integrate one piece at a time

• Don’t give up when unsuccessful, learn from the situation and try again

• Remember, it’s not the situation that causes the frustration, it’s your reaction to the situation.

• Try teacher chat rooms, web sites, etc.for ideas

Cooperative Learning:Definitions & Traits

• Cooperation -- working together to accomplish shared goals

• Cooperative Learning -- the instructional use of small groups wherein students work together to maximize their own and each other’s learning

• Common Elements: shared learning goals -- desired future state in

which the students demonstrate as a group and individually a mastery of the subject studied

goal structure -- specifies the ways in which students will interact with each other and the teacher during the instructional session

Not all group learning is cooperative learning.

• groups arguing over divisive conflicts and power struggles

• a member sits quietly, too shy to participate

• one member does the work, while the other members talk about sports

• no one does the work because the one who normally works the hardest doesn’t want to be a sucker

• a more talented member may come up with all the answers, dictate to the group, or work separately, ignoring other group members

Effective Cooperation

• …does not occur by chance.• …can not be based on the assumption

that all students possess good social and learning skills.

• …occurs when the essential components required for each cooperative activity are ensured.

Learning Together:Essential Components

Positive Interdependence

• Students have two responsibilities: learn the assigned material ensure that all members of the group learn the

material

• Each student should see his or her contribution as essential for group success. each student makes unique contribution

• Interdependence occurs when students cannot succeed unless all their group members also succeed.

• Structuring interdependence: common goal, joint rewards, divided resources, complimentary roles

Individual Accountability

• Teacher must assess (directly or indirectly) how much effort each member is contributing to the group’s work.

• Teacher must provide feedback to groups and individual students.

• Teacher must help groups avoid redundant efforts by members.

• Teacher must ensure that every member is responsible for the final outcome.

Group Processing

• n.b: At the end of the process, students reflect to determine which member actions were helpful and which were harmful.

• Students then make decisions about which actions to continue, change, or delete.

• Such processing allows groups to: focus on maintaining good working relationships. learn and improve cooperative skills. provide feedback on member participation. think at a metacognitive level as well as cognitive

level. celebrate success of the group.

Social Skills

• Students must get to know and trust one another.

• Students must communicate accurately and unambiguously.

• Students must accept and support each other.

• Students must resolve conflicts constructively.

Face-to-Face Interaction

• Successful interaction occurs as a result of positive interdependence.

• To maximize opportunity for success: keep groups small (2 - 6 students) keep groups heterogeneous within, homogeneous

without assist students with guidelines for interaction:

• acceptance, support, trust, respect• exchange of information• motivation

What’s the difference?

Cooperative Group Traditional Group

Positive interdependence No interdependence

Individual accountability No individual accountability

Heterogeneous membership Homogeneous membership

Shared leadership One leader

Responsible to each other Responsibly only for self

Task & maintenance emphasized Only task emphasized

Social skills directly taught Skills assumed or ignored

Teacher observes & intervenes Teacher ignores groups

Group processing occurs No group processing

Mutual assistance Competitive

Real World Resources:Experiential Learning

Service LearningPracticum

21st Century Curriculum and Instruction

Experiential Learning:Five Perspectives - Tara Fenwick

Review of the current perspectives on experiential learning theory (2000)

Five Classifications of all Experiential Learning Theories

1. Reflection (Constructivist perspective)2. Interference (Psychoanalytical perspective)3. Participation (Situated Cognition perspective)4. Resistance (Critical Cultural perspective)5. Co-Emergence(Enactivist perspective)

Above all, learning is individualizedThe learner has experiences, reflects on each one and, in turn, develops knowledge each time

Theorists who fit into this category include• Kolb (1984)• Mezirow (1990) • Boud and Miller (1996)

Critics argue• View is too simple• Does not consider an individual’s desire to learn,

power structure of the learning environment, or the ability to learn without conscious effort

1. Reflection (Constructivist)

2. Interference (Psychoanalytic)

Learning is derived from interactions in both the conscious and unconscious mind as they wrestle to make sense of the individual’s environment

Draws on the works of Freud and Jung

Theorists in this category include• Felman (1987)• Britzman (1998)

Critics argue• Relies too heavily on internal factors• Suggests learning is an entirely cerebral function

without regard for socially constructed environments

Learning is derived through physical activities and tasks

Individuals learn through participation and interaction with community, provided resources, and activities

Theorists who fit into this category include• Wilson(1992)• Greeno (1997)

Critics argue• Too dependent on dependency• Not all individuals have equal access to resources

and opportunities• Learning can occur conceptually, without the need

for physical activity

3. Participation (Situative)

4. Resistance (Cultural)

The power structure of dominance among teacher, learner, and environment significantly impacts learning experiences, cognitions, activities, identity, and meaning

Theorists in this category include• Kellner (1995)• Flax (1990)• Giroux(1992)

Critics argue• Individuals can be deeply embedded in and

defined by their environment• It is impossible to separate the individual from

these environmental factors

5. Co-Emergence (Enactivist)Learning occurs through cognitive and sensory analysisBoth the mind and the environment work in conjunction to foster learningAn individual’s presence alone impacts his or her environment

Theorists in this category include• Davis and Sumara (1997)• Maturana and Varela (1987)• Mezirow (1990)

Critics argue:• Individuals can be deeply embedded in and

defined by their environment• It is impossible to separate the individual from

these environmental factors

Service Learning

• “…a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.”

Adapted from the National and Community Service Act of 1990

Corporation for National and Community Service on SL

• Promotes learning through active participation

• Provides structured time for students to reflect

• Provides an opportunity to use skills and knowledge in real-life situations

• Extends learning beyond the classroom

• Fosters a sense of caring for others

What’s in a name?

• Volunteerism

• Service-Learning

• Youth Service

• Community Service

• Peer Helping

• Experiential Education

• Community-Based Learning

Community service example

If students remove trash from a streambed:

they are providing a service to the community as volunteers

Service-learning example

• When students remove trash from a streambed,

• analyze what they found,

• share the results and offer suggestions for the neighborhood to reduce pollution,

• and then reflect on their experience

THAT is service-learning!

Not just academic

Service-learning can also be organized and

offered by community organizations with

learning objectives or structured reflection

activities for their participants

Many roads to service-learning

Combination of service objectives with intentional learning objectives

Changes in both the recipient and the provider of the service

Different

Interpretations

Objectives

Contexts

All seek

Service-learning is not:

• An episodic volunteer program

• An add-on to an existing school or college curriculum

• Completing minimum service hours in order to graduate

• Service assigned as a form of punishment

• Only for high school or college students

• One-sided: benefiting only students or only the community

Common characteristics of authentic service-learning

• positive, meaningful and real to the participants

• cooperative rather than competitive experiences; promotes teamwork and citizenship

• addresses complex problems in complex settings rather than simplified problems in isolation

• engages problem-solving in the specific context of service activities and community challenges, rather than generalized or abstract concepts from a textbook

Common characteristics of authentic service-learning

• students are able to identify the most important issues within a real-world situation through critical thinking

• promotes deeper learning; there are no "right answers" in the back of the book

• generates emotional consequences, which challenge values and ideas

• supports social, emotional and cognitive learning and development

Added benefits of service-learning

National studies suggest that students in effective

service-learning programs:

• improve academic grades

• increase attendance in school

• develop personal and social responsibility

Practicum (On-the-Job Training)• On-the-job-training (OJT) is simply the training

that an employee receives at work during the normal work day (Foster,p. 458)

How can OJT be used in your organization?• To teach a single skill or task

• Multiple programs

• Used to help teach tasks within a work process

• Used in conjunction with other types of training procedures

(Foster, p. 411)

On-the-job-training explained

• OJT is very important to today’s businesses because of:Greater emphasis on the value of formal

education and training programsAdvanced learning must be grounded in real-

world curricula Investment in human capitol is perceived by

many to add shareholder value(Vital Speeches of the Day, p.418)

OJT explained (cont.)

• Information is not training

• Employers must have insight as to how individuals learn

• Employees learn through: Practice Feedback Guidance(Franchising World, p. 25)

OJT explained (cont.)

• Different kinds of instructional goals require different instructional strategies

• The trainer needs to focus on output rather than the training program itself

• Effective training designNecessary knowledge and skillsSetting in which job is performed

OJT explained (cont.)

• Training must be done in a manner to assure that the participant completes the training with:

• A high sense of value for what they have learned• High competence in their ability to perform the

task for which they were trained• High levels of confidence in their ability to perform

the trained skill(Franchising World, p.26)

OJT and the Internet

• Using the Internet as an OJT toolMobileHelpful in time-pressed situationsGood for self-motivated employeesEager to master skills on own-termsSupplement for traditional instructor-led

training(Upside, p.165)

How OJT works

• Structured OJT Prepare the trainee Present the training Require a response Provide feedback Evaluate performance

(Quality, p.84)

Prepare the trainee

• Explain the purpose

• Determine prerequisites

• In applicable cases, explain general safety and quality issues

• Explain how training will be done

• Try to set trainee at ease and solicit questions

Present the training

• Position the trainee

• Provide overview of process and steps involved

• Include safety and quality issues again

• Describe and demonstrate

• Summarize

Require a response and provide feedback• Simultaneous actions in the structure of OJT

• Establish a level of understanding with the trainee so you can get honest and open response

Evaluate performance

• Value the trainees opinions

• Quantifiable output

“Structured OJT is one of the preventive expenses that will help reduce, if not eliminate, the cost of failure” (Quality, p.84)

Modern Learning Technologies

21st Century Curriculum and Instruction

Commission on Higher Education

INTRODUCTION TO ELEARNING

What is eLearning?

• e-learning encompasses learning at all levels, both formal and non-formal, that uses an information network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction, evaluation and/or facilitation (Tinio, 2003)

Subsets of eLearning?

• Web-based Learning

• Blended Learning

• Open and Distance Learning

• Learner-centered environment

(Tinio, 2003)

Learning Management System

• Modular Object-Oriented Dynamic Learning Environment

• Open Source Course Management System (CMS)

• a tool for creating online dynamic web sites for their students

Who Uses MOODLE?

Source: http://moodle.org/sites/

Status of MOODLE in the Philippines

Source: http://moodle.org/sites/c

Why Use Moodle: The Nurse as Educator

Features MOODLE Traditional Methodologies

Learning environment Flexible, adaptable Stick to rules

Learning opportunity Maximized, student-driven

Limited to class time

Learning potential Maximized, uses current technologies

Limited to paper-based projects

Cost Less costly, online submission enabled

Costly, requires paper submission

Feedback Instant Takes time

Item Analysis Instant Manual

Customizable Yes Limited to existing techniques

Interactivity Synchronous and Asynchronous

Limited Synchronous and asynchronous learning

Open and Distance Education

• “a way of providing learning opportunities that is characterized by the separation of teacher and learner in time or place, or both time and place; learning that is certified in some way by an institution or agency; the use of a variety of media, including print and electronic; two-way communications that allow learners and tutors to interact; the possibility of occasional face-to-face meetings; and a specialized division of labour in the production and delivery of courses.” (Tinio, n.d.)

Technologies used in delivery

• Synchonous Tools

• Asynchronous Tools

Tool (Sync) Useful for Drawbacks

Discussion boards

Dialogue that takes place over a period of time

May take longer to arrive at decisions or conclusions

Web logs (Blogs)

Sharing ideas and comments

May take longer to arrive at decisions or conclusions

Messaging (e-mail)

One-to-one or one-to-many communications

May be misused as a "collaboration tool" and become overwhelming

Streaming audio

Communicating or teaching

Static and typically does not provide option to answer questions or expand on ideas

Streaming video

Communicating or teaching

Static and typically does not provide option to answer questions or expand on ideas

Narrated slideshows

Communicating or teaching

Static and typically does not provide option to answer questions or expand on ideas

Tool (Async) Useful for Drawbacks

"Learning objects"(Web-based training)

Teaching and training

Typically does not provide option to answer questions or expand on ideas in detail

Document libraries

Managing resources

Version control can be an issue unless check-in / check-out functionality is enabled

Databases Managing information and knowledge

Requires clear definition and skillful administration

Web books Teaching and training

Not dynamic and may lose interest of users

Tool (Async) Useful for Drawbacks

Surveys and polls

Capturing information and trends

Requires clear definition and ongoing coordination

Shared Calendars

Coordinating activities

System compatibility

Web site links

Providing resources and references

May become outdated and "broken"

eLearning Toolkits

MOODLE ToolsVisual ToolsMultimedia ToolsSocial Media ToolsMind Mapping ToolsResearch Tools

MOODLE Tools: Hot Potatoes - JQuiz

MOODLE Tools: Hot Potatoes - JCloze

MOODLE Tools: Hot Potatoes - JMatch

Visual Tools: NLM’s Virtual Microscope Project

Visual Tools: Gapminder.org /Desktop

Visual Tools: Gapminder.org /Desktop

Multimedia Tools: Skype/Videoconferencing

Multimedia Tools: Skype/Videoconferencing

Social Media Tools: Twitter

Mind Mapping Tools: Wisemapping

Research Tools: WHO Online Database

Research Tools: DOH Online Database

ResearchTools: Zotero